Unit of Work: Exposition Writing Taught Through a Scaffolding Literacy Approach
Unit of Work: Exposition Writing – Taught Through a Scaffolding Literacy Approach
Year Level:
Year 3
Unit Overview:
This unit of work on exposition writing has been situated within a larger inquiry/integrated unit; Australia’s celebrations and commemorations, symbols, emblems and the Australian flag. This not only provides all students with high quality teaching and learning, but it also builds the field so students have a deep understanding of the issues and topics they will be focusing upon within their exposition deconstruction, joint construction and individual exposition construction. Some history lessons have been displayed throughout the learning sequence to demonstrate the kinds of lessons students will participate in that will assist them in building the field for exposition writing. Situating exposition writing within a history inquiry/integrated unit supports students in writing strong persuasive texts with a clear purpose and audience in mind, as well as a clear text structure and use of key language features at sentence and word level.
Enable to effectively take all of these things into consideration this unit of work on exposition writing has been carried out through a scaffolding literacy approach. In this approach students are introduced to the text type, as well as the specific text they will be working on and deconstructing to learn more about expositions (text orientation). Following this students participate in a series of language orientations where they are introduced to several key language features at sentence and word level that are important to the particular text type, as well as activities associated with this. Students then participate in a transformation where they identify, explore and discuss the units of meaning, observe the structure and sequence of the units of meaning and manipulate the sentence structure and meaning where appropriate. Hence, allowing students to further explore how the language features chosen by the author at sentence and word level work by cutting out, manipulating and moving or removing parts of the text.
To ensure students have good spelling skills and understand how words work following the transformation is a word study lesson where student look at phonemic, graphemic, morphemic, visual, etymological or orthographic knowledge to assist them to become good spellers. After each of these steps are carried out as a class students jointly construct an exposition, or part of an exposition. In this particular unit of work each of these steps occurs three times and students jointly construct the introduction, body and conclusion at separate times. Then finally, students construct their own exposition on a given issue or topic using what they have learnt and the jointly constructed exposition as a model.
Additionally, assessment is an ongoing part of this unit of work on exposition writing to ensure year 3 students are accomplishing the outcomes described in each of the lessons, as well as to determine the areas where students need more assistance and the effectiveness of this unit of work. Throughout this unit of work on exposition writing assessment is mostly carried out through observation and collection of student work samples which is then marked and recorded on a checklist or rubric to show students understanding as limited understanding, developing understanding, good understanding or excellent understanding.
Situated within a larger integrated/inquiry unit:
This unit of work on exposition writing is situated within a larger inquiry/integrated unit of work on Australia’s celebrations and commemorations, symbols, emblems and the Australian flag.
This topic will allow students to look at the structure, language features, audience and purpose of an exposition and explore conflicting issues of Australia through learning about Australia’s history and culture, as well as about individuals differing viewpoints on various issues.
Culminating in a rich task:
Individuals write an exposition on the topic ‘The Australian flag should be changed’ demonstrating their knowledge of the structure, language features, audience and purpose of the text. Students either agree or disagree, and justify their argument with supporting evidence.
NOTE: This unit on exposition writing taught through the scaffolding literacy approach can easily be adapted to any other integrated/inquiry unit.
Overarching English Outcomes from the Australian Curriculum:
Language
- Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
- Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
- Understand that paragraphs are a key organizational feature of written texts (ACELA1479)
- Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)
- Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
- Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)
Literature
- Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
Literacy
- Identify the point of view in a text and suggest alternative points of view (ACELY1675)
- Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
- Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
Overarching History Outcome from the Australian Curriculum:
Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems (ACHHK063)
- Identifying and discussing the historical origins of an important Australian celebration or commemoration
- Generating a list of local, state and national symbols and emblems (for example club emblems, school logos, flags, floral emblems, coat of arms) and discussing their origins and significance
- Examining the symbolism of flags (for example the Australian, Aboriginal and Torres Strait Islander flags) and recognising special occasions when they are flown (for example all three flags are flown during NAIDOC week, National Reconciliation Week, National Sorry Day and MABO day)
- Recognising the significance of other days or weeks including the Anniversary of the National Apology to Australia’s Indigenous Peoples (2008)
Lesson Sequence
History Lesson: Australia and Australians
Specific History Outcomes:
Students will understand what it means to be Australian through different perspectives.
Lesson Activity:
As a class students brainstorm what is means to be Australian and share their ideas with the class. Students then discuss what an Australian looks like, if there is a typical Australian, how Australian’s are similar and different, etc.
Lesson Sequence 1: What is an exposition? An introduction to the parts of an exposition
Australian Curriculum Links:
- Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
- Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
Specific Literacy Outcomes:
- Students will understand that the generic structure of an exposition contains an introduction, body and conclusion.
- Students will understand the purpose of an exposition.
Lesson Activity:
Give an explanation of an exposition, its purpose and discuss the generic structure (introduction, body and conclusion) by modeling using an example of an exposition on the interactive white board (IWB). Discuss and observe several other examples of an exposition. Students then place the three parts of a cut up exposition under the labels ‘introduction’, ‘body’ and ‘conclusion’ and write a few sentences explaining the purpose of that particular exposition.
Assessment:
- Checklist recording students understanding that an exposition contains an introduction, body and conclusion.
- Checklist recording students understanding of the purpose of an exposition.
History Lesson: What is Australia Day?
Specific History Outcomes:
Students will learn about what Australia Day is, how it is celebrated and why it is celebrated.
Lesson Activity:
Students draw a picture of how they celebrate Australia Day and share/explain it to the class. Students view a slide show of photos showing several other ways people like to celebrate Australia Day. In groups of 3-4 students are given information about Australia Day and the reason it is celebrated and are to create a poster explaining this.
History Lesson: Why the 26th January?
Specific History Outcomes:
Students will understand more about the history of Australia Day and the reason it is celebrated on the 26th January.
Lesson Activity:
As a class research the history of Australia day and the reasons it is celebrated on the 26th January. Create a timeline to show this.
Lesson Sequence 2: Exposition text orientation
Australian Curriculum Links:
- Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
- Identify the point of view in a text and suggest alternative points of view (ACELY1675)
Specific Literacy Outcomes:
- Students will identify the point of view presented, as well as alternate points of view.
- Students will understand that an exposition may be written for a variety of different audiences.
Lesson Activity:
Teacher talk is used to tell an exposition agreeing with the statement ‘Australia Day should be celebrated on the 26th of January’ (see ‘Example Australia Day exposition’ under resources) focusing on the use of specific language features that will be further explored later on. Pictures will be used to support the telling of the exposition. Following this the exposition is read to students and their attention is drawn to the audience and one argument that supports the point of view presented. Demonstrate how to record it down the left hand side of a fish bone planner. Then in groups of 3-4 students identify other arguments presented in the text and record them on the left hand side of the fish bone planner (see example of a fish bone planner under resources). Students brainstorm alternative points of view/arguments down the right hand side of the fish bone planner. Share them with the class and discuss how arguments/points of view may change depending on the audience it is being presented to.
Assessment:
- Observation and checklist recording students understanding of different points of view.
- Checklist recoding students understanding of different audiences.
Lesson Sequence 3: Language orientation 1 (Introduction) – Opening statement and statement of opinion
Australian Curriculum Links:
- Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
Specific Literacy Outcomes:
- Students will understand that an exposition introduction contains an opening statement that informs the reader about the issue or concern, provides them with background information and grabs their attention.
- Students will understand that an exposition introduction contains a statement of opinion that informs the read of the author’s point of view on the issue or topic.
Lesson Activity:
Re-read the introduction of the selected exposition, display it on the IWB and provide students with their own copy of the text to underline key language features discussed. Point out that an exposition introduction begins with an opening statement that contains a rhetorical question or a short and clear topic statement which informs the reader about the issue or concern, provides background information and grabs the reader’s attention (underlined in red). Also point out that the introduction of an exposition contains a statement of opinion which tells the reader the author’s point of view on the issue or topic being presented (underlined in blue). Then provide pairs of students with another example of an exposition introduction to underline the opening statement in red and the statement of opinion in blue. Students discuss and write a few sentences describing the issue and background information presented, as well as the language features used to grab the reader’s attention, the author’s opinion on the issue or topic presented and the importance of these in an exposition introduction.
Assessment:
- Student work samples showing the opening statement underlined in red and statement of opinion underlined in blue.
- Observation of pairs and collection of their work to be recorded on a checklist to state their understanding of the purpose of an opening statement and statement of opinion as limited understanding, developing understanding, good understanding or excellent understanding.
Lesson Sequence 4: Language orientation 2 (Introduction) – Technical and emotive vocabulary
Australian Curriculum Links:
- Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
- Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
Specific Literacy Outcomes:
- Students will understand that technical vocabulary is used to relate to the issue being argued and to give ideas authority.
- Students will understand that emotive vocabulary is used to persuade the reader.
Lesson Activity:
Display the exposition introduction on the IWB and provide students with their copy of the text from the previous lesson. Point out and underline the specialized/technical vocabulary (underlined in green) and emotive vocabulary (underlined in orange) used by the author; explain what they mean, their purpose within the text and possible reasons why the author has selected these words. In pairs students then write down the technical and emotive vocabulary, discuss and write the meanings of the words and why they have been chosen by the author. Students compare with another pair to see if they agree and can add anything else to their writing.
Assessment:
- Student work samples showing correct underlining of technical vocabulary in green and emotive vocabulary in orange.
- Observation of pairs and collection of their work recorded on a checklist to show students understanding of technical and emotive vocabulary as limited understanding, developing understanding, good understanding or excellent understanding.
Lesson Sequence 5: Language orientation 3 (Introduction) – Verbs and present tense
Australian Curriculum Links:
- Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)
- Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
Specific Literacy Outcomes:
- Students will understand how different types of verbs are used to convey the emotion of the issue and the author’s point of view. E.g. action, mental/thinking and feeling verbs.
- Students will understand how verbs are used to show present tense.
Lesson Activity:
Display the exposition introduction on the IWB and provide students with their copy of the text. Point out and underline verbs in purple and explain what types of verb they are and their purpose within the sentence (e.g. to express action, or ways of thinking and feeling); paying particular attention to verbs that show present tense (e.g. is, are, means, need, stop, act, be). Explain that these are an important language feature of an exposition as they show that the topic or issue is important/happening now. Inform students that present tense is used throughout most expositions depending on the purpose of parts of the text. Then as a class write the underlined verbs on butcher’s paper divided into the categories action, thinking and feeling verbs. Students think-pair-share other verbs that could be used to convey emotion of an issue and/or the author’s point of view, write them on a piece of card and stick them in the appropriate category, discuss the tense and act out (if appropriate) these new verbs.
The verb word wall will be placed on the wall for student access and use.
Assessment:
- Student work samples showing correct underlining of verbs in purple.
- Observation/anecdotal notes of students during think-pair-share and discussion to be recorded on a checklist to state their understanding of action, mental/thinking and feeling verbs, as well as verb tenses (particularly present tense) as limited understanding, developing understanding, good understanding or excellent understanding.
Lesson Sequence 6: Transformation (Introduction)
Australian Curriculum Links:
- Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
Specific Literacy Outcomes:
- Students will understand how an opening statement, statement of opinion, emotive vocabulary, technical vocabulary, verbs and present tense work as units of meaning within an exposition to understand the author’s language choices.
Lesson Activity:
Write and display the exposition introduction on cardboard strips on a transformation board. Point out the key language features of an exposition introduction that have been observed in previous language orientations; the opening statement, statement of opinion, technical vocabulary, emotive vocabulary, verbs and present tense. Explain what these means, how they have been used, and their purpose within the text. Discuss possible reasons why the author chose to use these language features. Then invite students to make cuts to identify, explore and discuss the units of meaning, observe the structure and sequence of the units of meaning and to manipulate the sentence structure and meaning where appropriate to further explore how words work (demonstrate that parts of the sentence still make sense after a word or several words have been cut and moved or removed altogether).
Assessment:
- Observation and anecdotal notes of appropriate cuts and student discussion of the units of meaning, their structure and sequence, and manipulation of these. This is then recorded on a checklist to show students understanding of opening statements, statements of opinion, emotive vocabulary, technical vocabulary, verbs and present tense as limited understanding, developing understanding, good understanding or excellent understanding.
Lesson Sequence 7: Word study (Introduction)